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My thesis book for my graduate year at the College of Architecture at Kansas State University.
Citation preview
Perceptual Mobility: A School for the Newly Blind
Contents
Site Analysis
Design Charette
Site and Concept
Schematic Design
1.0
2.0
3.0
4.0
Site Analysis
1.0
1.01
81’120’
Walnut St
3rd St
1.02
Exist
ing
1.04
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Opp
ortu
nity
1.03
Design Charette
2.0
Cognitive Science
Cognitive Mapping
External InfoInternal Info
Memory Attention Tasks to be doneCurrent State of Things
Sensual Experience
Touch
Receiving InformationDoing Something
SmellHearing
Makings things goChanging Physical State
ComponentsPeople Components Natural
Door handleHandrailsChairsTablesFloor Patterns
FaucetsFlushersLight switchThermostatButtons
FootstepsStair StepsEatingTalkingWorking
RestroomDoorsElevatorsMechanical
RestroomFood
Stale airFresh Air
Prog
ram
Issu
es
2.01
TouchComing in contact with the building is only a minimal interaction. Opening door handles, leaning on handrails, moving furniture, feeling textures and consistencies are interactions with buildings that change the physical state of the buildings, or make things go.
SmellThe smells created by buildings are nt necessarily the most pleasant, but are crucial for distinguishing one space from another. A restroom smells different than a classroom, and a cafe from a workshop.
HearingThe atmosphere of a building is established by hearing the ‘sound of space’. The two things heard within a building are noises created by people, and components of a building.
2.02
PartiAfter separating the program, circulation is introduced into the design and moved to the edges of the site in order to separate the program from the street.
Site Program
2.03
The floor-area ratio of the site is 1.4. The building requires at least two floors.
The program split into a teacher/student mass and a service mass. Separating the program creates an acoustic separation between program massing.
Parti Design
2.04
The parti is then enclosed with a glass facade to visually show te textures within the building, but to keep them out of reach.w
After separating the program, circulation is introduced into the design and moved to the edges of the site in order to separate the program from the street.
2.05
The Book WallThe book wall has an acoustic quality that absorbs sound, decreasing the amount of reverberation within a space.
Program SeparationStudent spaces are lifted and separated from the street in order to create an enclosed learning envrionment within the class rooms. The spaces are physically separted from the street by the stairs, and are acoustically separted from the street by the book wall.
Noisy PipesThe pathway is lined with a recess that has textural and acoustic qualities. The recess is lined with pipes with different diameters and guages in order to serves as the acoustic instructive pathway through an urban environment. The blind will be able to run their canes across the pipes to feel the texture and to hear the tones created.
Instructive PathwayThe River Market District serves as the ideal learning environment for orientation and mobility instruction. The pathway is well-structured and layed out within the district.
2.06
2.07
2.08
2.09
2.10
Site and Concept
3.0
“As buildings are increasingly conceived and confronted through the eye rather than the entire body - as the camera becomes the ultimate witness to and mediator of architecture - the actual experience of a building, of its spaces and materials, is neglected.”
Juhani Pallasmaa, Encounters
3.01
How can architecture have a presence without being seen?
3.02
How can architecture have a presence without being seen?
3.02
The School for the Newly Blind
An Internal+External Instructive Learning Environment
3.03
Perceptual Mobility: A School for the Newly Blind
Classroom (3)Laboratory (2, kitchen and computer)Teacher WorkroomLibraryOfficeOffice Space (5)CafeteriaKitchenRestroomElevatorElevator MechMechanical RoomStairsJanitor Closet
Circulation 20%Total
2,2502,000
77550010070050030040010010020011050
1,83711,907
Space List Area (SF)
Site areaFloor area ratio
8,5571.4
3.04
The School for the Newly Blind
An Internal+External Instructive Learning Environment
School
Program
Site
Cognitive Map
103 N 3rd St River Market DistrictKansas City, MO
Design Issues
Memory
Attention
Internal + ExternalInstructive Invisible Pathway
Project Issues
Circulation
Accessibility
City Market
External
Internal
Light
Touch
SoundExternal Info
Internal Info
District
Building
Learning Environment
Navigation
Program
Program AnalysisThe main issues of a School for the Newly Blind are the cognitive map of a blind person, and navigation. The key parts to a cogntive map of an individual depends on internal information, the ability to recognize information, analyze it, and store it, and external information, the current state of things and tasks to be accomplished. Navigation is broken down into how a blind person moves within a spatial environmen. These key factors aid the blind in creating an invisible map of spatial envrionments, and inform the design of how to enhance the experience.
3.05
Instruction Reporton blind navigation
Process
Structure
Enclosure
Circulation
Entry
Site
District
Design
Building
Diagraming
External
Internal
Light
Touch
Sound
Touch
Light
Sound
Program
Design
Research Application Schematic Design Development
3.06
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
Cognitive MapExternal Info
Internal InfoMemory
Attention
Cognitive Mapping: How do the blind learn?
Attention Individuals receive information by paying attention to the information interpretted by the senses of the human body. An attention span determinies the length of time one can focus on a particular subject.
Memory Information received by an individual is analyzed and stored with the memory portion of the brain. Memory deals with the image an individual assigns to certain information in order to ‘remember’ it. Use: orientation and mobility The blind use cognitive mapping to create images of their environment by paying attention to their surroundings, receiv-ing, analyzing, and making sense of the information received through their senses.
3.07
http://jdl1214.edublogs.org/2011/04/18/robotic-human-brain/
3.08
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
Navigation: Perceptual Mobility
Using the senses to move around
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
Navigation
3.09
HearingBlind people are able to use refl ective surfaces to determine general directions and navigate through urban landscapes. Similar to using echo-location, the blind can ‘click’ to create a noise and to receive, analyze and store the information.
TouchTextural surfaces establish a general direction or a change in surface pattern can distisguish spacial differences.
Sight (Visually impaired)Tonal light qualities can be interpreted as light sources and can be used for alignment and general direction.
Navigation: Perceptual Mobility
Using the senses to move around
3.10
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
NavigationSound
Navigation: Sound
Flash Sonar (like echo location) Similar to echo-location, fl ash sonar detects specidifc types of information regarding location. Certain objects can refl ect their dimension, form factor and depth of structure, of the density of the material.
“It’s like turning on and off a fl ashlight, but with sound” -Daniel Kish
Wave
Refl ection
Absorption
Transmission
3.11
Soundspace, Peter Grueneisen
Topography
Barriers
Natural Barrier
Building Orientation
Building Features
Refl ection Pattern
Surface Shapes
Diffuse Surface
Building Features
Refl ection Pattern
Surface Shapes
Diffuse Surface
3.12
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
Navigation Touch
Texture Change
Pattern
Form
Navigation: TouchNavigation: Touch
3.13
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design Criteria
Slope
Gradient
Slope
3.14
Project Issues
Texture Change
Pattern
Form
Navigation: Light
Detection of lightLight Study
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
NavigationLight
3.15
Pathway
Node
Destination
3.16
Navigation: Light
Detection of lightLight Study
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
ExternalInternalLearning
Environment
Learning Environments: Juan Ruiz
Juan Ruiz, a perceptual mobility coach with World Access for the Blind, takes his students to all types of environments including interior, exterior, and complex environments.
Interior environments provide opportunities to teach about specifi c conditions, such as stairs. Universities are typically very good learning environments due to the wide variety of interior conditions. Universities have large spaces, small spaces, elevators, stairs, offi ces, studios, class-rooms, computer labs, etc.
Exterior environments serve the notion of orientation and mobility. In order to be fully in-dependent, the blind must be able to navigate the world through all types of environments: suburban areas, urban areas, concrete areas, grassy areas. External environments are the prime mode of cane instruction and is vital for independence. Much of the instruction given to the blind in external environments is to keep them safe from hazardous areas and objects, primarily cars.
Complex environments provide tests for navi-gation and mobility. All senses are receiving contrasting information, and must be analyzed quickly, and effi ciently. Interior
Misty Boe www. fl ickr.com
3.17
Complex ExteriorGoogle Earth Roger Clusella www. flickr.com
3.18
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
Interior
Site: The Classrooms
School
Program Site
Cognitive Map
Design Criteria
Memory
Attention
Project Issues
ExternalInternal
LightTouchSound
External Info
Internal Info
District
Building
Learning Environment
Navigation
School Project Issues
Site
http://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.htmlhttp://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.htmlExternal
3.19
Site: The Classrooms
www.flickr.comInternal
3.20
103 N 3rd St River Market DistrictKansas City, MO Internal + External
Instructive Invisible Pathway
Circulation
Accessibility
City Market
Design CriteriaProject Issues
http://www.blindandlowvision.org/Newsletters/blindfold_jan_2010.html
The External Classroom
1 Folie | Sound | Railroad
2 Folie | Sight | Skyline
3 Folie | Smell | Park
4 Folie | Touch | Corner
5 Folie | Taste | City Market
6 Folie | Spatial Awreness | City Market
7 Folie | Time | Bus Stop
3.21
The external classroom, the River Market District, provides many different learning op-portunites for orientation and mobility exercises. Folies are located at specific locations in order to teach about a certain sense. The folies are teaching devices for not only the blind, but also the general public. They are landmarks within the district to establish walking distances and to distinguish between routes.
Instruction Pathway
The External Classroom
3.22
1 Folie | Sound | Railroad
3 Folie | Smell | Park
The External Classroom
3.23
2 Folie | Sight | Skyline
&
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4 Folie | Touch | Corner 3.243 Folie | Smell | Park
The External Classroom
5 Folie | Taste | City Market
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---~
7 Folie | Time | Bus Stop
The External Classroom
3.25
6 Folie | Spatial Awreness | City Market
3.26
5 Folie | Taste | City Market
(
oo
---~
7 Folie | Time | Bus Stop
The External Classroom
3.27
Entry and Alley
Program Separation
Structure
Acoustic Qualities
3.28
Circulation
Textures and Materials
Enclosure
Roof Drainage
Transverse Section - Touch
Transverse Section - Sound
3.29
Longitudinal Section - Touch
Longitudinal Section - Sound
3.30
Transverse Section - Touch
Transverse Section - Sound
South Elevation - Touch
South Elevation - Sound
3.31
West Elevation - Touch
West Elevation - Sound
3.32
South Elevation - Touch
South Elevation - Sound
Ground Floor Plan 1:64”
3.33
Second Floor Plan 1”:64’
3.34
3.35
3.36
Schematic Design
4.0
Space List
Site areaFloor area ratio
8,5571.4
Internal
Classroom (2)Laboratory (2, kitchen and computer)LibraryCafeteriaTeacher WorkroomOfficeOffice Space (5)KitchenRestroomElevatorElevator MechMechanical RoomStairsJanitor Closet
Circulation 20%Total
2,2502,000
500300775100700500400100100200110
50
1,83711,907
Area (SF)
S
ervi
ce
T
each
er
Stu
dent
4.01
Well-Structured
Algorithms
Easily defined, focused, classification of type
Single correct set of logical operations
Implements strategies and evaluate result
“Necessity drives development” -Juan Ruiz, Perceptual Mobility Coach, World Access for the Blind
Problem Solving
UnderstandingProblem
Representation
Solution
Monitoring
Evaluation
Ill-Structured
Heuristics
Unclear Description and goals, multiple
understandings
An arguement support-ed by sufficient and consistent evidence
Justifying selections, and must support
decisions and defend it
ExternalInternal
4.02
The best way an individual learns is through problem solving exercises. Problem solving, as defined by Natalie Mino, is split into two groups: well and ill structured situations. Well-structured situations have a formula to find a correct answer, linear thinking. Ill-structured situations require adaptive thinking, the ability to find multiple solutions, and deduce which one is best.
4.03
The schematic design began with parti perspectives, working on program organization, structure alignment, circulation, entry, and enclosure.
4.04
The plan parti defined a major circular axis throughout the building and a large entrance space. The circulation axis separates the program, service from teacher and student, and teacher spaces from student spaces.
4.05
A proportioning system emerged from the study of a blind person with a walking cane. There is an overlay of an equilateral triangle on a golden rectangle. The triangle stems from the triangulation of the cane sweep in front and side elevation. The ratio of the triangle to the rectangle comes out to about 1.2. The rectangle/triangle overlay works within the structural grid of the building, but the triangle must rotate to fi t within the footprint, creating the public space outside, and entrance into the building.
4.06
4.07
Interior Wall Analysis
4.08
Site Plan
Atrium Perspective
4.09
First Floor Plan
4.10
Second Floor Plan
4.11
4.12
AtriumAtrium Light Study
4.13
4.14